Abstract
This study aimed to determine the extent of implementation of support systems in public elementary schools within Cainta District Cluster 3, Rizal Division, during the 2024–2025 school year, and to examine their relationship to teacher performance. The study employed a descriptive quantitative research design, utilizing a researcher-made questionnaire checklist to gather data from teacher respondents. Documentary analysis of Individual Performance Commitment and Review (IPCR) ratings was also conducted to assess teachers' performance levels. Data were analyzed using frequency, percentage, weighted mean, and appropriate statistical tests to determine differences and relationships among variables. Findings revealed that most respondents were female, married, aged 41–50 years old, holding Teacher I positions, possessing a bachelor's degree, with 6–10 years of teaching experience, and having attended in-service training at the district level. Results further showed that support systems, particularly in the areas of learning resources, teaching resources, and professional development programs, were more implemented than perceived by the respondents. No significant differences were noted in the extent of implementation when grouped by age, civil status, position, educational attainment, length of service, and training attended. However, a significant difference was observed when grouped according to sex. Teacher performance was rated very satisfactory, with a mean of 4.359. Importantly, a significant positive relationship was established between the extent of support system implementation and teacher performance. The study concludes that the effective implementation of support systems plays a vital role in enhancing teacher performance. It recommends the continuous strengthening of professional development, the equitable distribution of resources, and regular monitoring to sustain teacher effectiveness and enhance the delivery of quality education.
